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Exam Number : NCLEX-PN
Exam Name : National Council Licensure Exam(NCLEX-PN) 2023
Vendor Name : NCLEX
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NCLEX-PN exam Format | NCLEX-PN Course Contents | NCLEX-PN Course Outline | NCLEX-PN exam Syllabus | NCLEX-PN exam Objectives


The test plan is reviewed and approved by the NCLEX®

exam Committee (NEC) every three years.

Multiple resources are used, including the accurate practice analysis of licensed practical/vocational nurses
(LPN/VNs), and expert opinions of the NEC, NCSBN staff and nursing regulatory bodies (NRBs) to ensure that
the test plan is consistent with nurse practice acts. Following the endorsement of proposed revisions by
the NEC, the test plan document is presented for approval to the Delegate Assembly, which is the decisionmaking body of NCSBN.
The test plan serves a variety of purposes. It is used to guide candidates preparing for the examination, to
direct item writers in the development of items, and to facilitate the classification of examination items. This
document offers a comprehensive listing of content for each client needs category and subcategory outlined
in the test plan. sample items are provided at the end of each category, which are specific to the client needs
category in that section. There is an item writing guide along with sample case scenarios, which provide
nurse educators with hands-on experience in writing NCLEX-style test items.



Entry into the practice of nursing is regulated by the licensing authorities within each of the NCSBN nursing
regulatory bodies (state, commonwealth and territorial boards of nursing). To ensure public protection, each
jurisdiction requires candidates for licensure to meet set requirements that include passing an examination
that measures the competencies needed to perform safely and effectively as a licensed practical/vocational
nurse (LPN/VN). NCSBN develops a licensure examination, the National Council Licensure exam for
Practical Nurses (NCLEX-PN®), which is used by U.S. members to assist in making licensure decisions.

Several steps occur in the development of the NCLEX-PN Test Plan. The first step is conducting a practice
analysis that is used to collect data on the current practice of entry-level LPN/VNs (Report of Findings from
the 2018 LPN/VN Practice Analysis: Linking the NCLEX-PN® exam to Practice, NCSBN, 2019). Twelve
thousand newly licensed practical/vocational nurses are asked about the frequency and priority of performing nursing care activities. Nursing care activities are then analyzed in relation to the frequency of performance, impact on maintaining client safety and client care settings where the activities are performed. This
analysis guides the development of a framework for entry-level nursing practice that incorporates specific
client needs, as well as processes that are fundamental to the practice of nursing. The next step is the
development of the NCLEX-PN Test Plan, which guides the selection of content and behaviors to be tested.
Variations in jurisdiction laws and regulations are considered in the development of the test plan.
The NCLEX-PN Test Plan provides a concise summary of the content and scope of the licensure examination.
It serves as a guide for examination development as well as candidate preparation. The NCLEX® assesses the knowledge, skills and abilities that are essential for the entry-level LPN/VN to use in order to meet the needs
of clients requiring the promotion, maintenance and restoration of health. The following sections describe
beliefs about people and nursing that are integral to the examination, cognitive abilities that will be tested in
the examination and specific components of the NCLEX-PN Test Plan.



Client Needs

Percentage of Items from Each

Category/Subcategory

Safe and Effective Care Environment

„ Coordinated Care 18–24%

„ Safety and Infection Control 10–16%

Health Promotion and Maintenance 6–12%

Psychosocial Integrity 9–15%

Physiological Integrity

„ Basic Care and Comfort 7–13%

„ Pharmacological Therapies 10–16%

„ Reduction of Risk Potential 9–15%

„ Physiological Adaptation 7–13%



The activity statements used in the 2018 LPN/VN Practice Analysis: Linking the NCLEX-PN®
exam to
Practice (NCSBN, 2019) preface each of the eight content categories and are identified throughout the test
plan by an asterisk (*). NCSBN performs an analysis of those activities used frequently and identified as
important by entry-level nurses to ensure client safety. This is called a practice analysis; it provides data to
support the NCLEX as a reliable, valid measure of competent, entry-level LPN/VN practice. The practice analysis is conducted every three years.
In addition to the practice analysis, NCSBN conducts a knowledge, skills and abilities (KSA) survey. The primary purpose of this study is to identify the knowledge needed by newly licensed practical/vocational nurses
in order to provide safe and effective care. Findings from both the 2018 LPN/VN Practice Analysis: Linking
the NCLEX-PN®
exam to Practice (NCSBN, 2019) and the 2018 LPN/VN Nursing Knowledge Survey
(NCSBN, 2019) can be found at www.ncsbn.org/1235.htm. Both documents are used in the development of
the NCLEX-PN Test Plan as well as to inform item development.
All task statements in the 2020 NCLEX-PN®
Test Plan require the nurse to apply the fundamental principles
of clinical decision making and critical thinking to nursing practice. The test plan also makes the assumption
that the nurse integrates concepts from the following bodies of knowledge:

„ Social Sciences (psychology and sociology); and

„ Biological Sciences (anatomy, physiology, biology and microbiology) Collaboration with Interdisciplinary Team

„ Identify roles/responsibilities of health care team members

„ Identify need for nursing or interdisciplinary client care conference

„ Contribute to the development of and/or update the client plan of care

„ Contribute to planning interdisciplinary client care conferences

„ Participate as a member of an interdisciplinary team Concepts of Management and Supervision

„ Recognize and report staff conflict

„ Verify abilities of staff members to perform assigned tasks (e.g., job description, scope of practice, training, experience)

„ Provide input for performance evaluation of other staff

„ Participate in staff education (e.g., inservices, continued competency)

„ Use data from various credible sources in making clinical decisions

„ Serve as resource person to other staff

„ Monitor activities of assistive personnel

Confidentiality/Information Security

„ Identify staff actions that impact client confidentiality and intervene as needed (e.g., access to medical records, discussions at nurses station, change-of-shift reports)

„ Recognize staff member and client understanding of confidentiality requirements

„ Apply knowledge of facility regulations when accessing client records

„ Maintain client confidentiality*

„ Provide for privacy needs Continuity of Care

„ Follow up with client after discharge*

„ Participate in client discharge or transfer*

„ Provide follow-up for unresolved client care issues

„ Provide and receive report*

„ Record client information (e.g., medical record, referral/transfer form)

„ Use agency guidelines to guide client care (e.g., clinical pathways, care maps, care plans)

Establishing Priorities

„ Organize and prioritize care based on client needs*

„ Participate in planning client care based upon client needs (e.g., diagnosis, abilities, prescribed treatment)

„ Use effective time management skills

Ethical Practice

„ Identify ethical issues affecting staff or client

„ Inform client of ethical issues affecting client care

„ Intervene to promote ethical practice

„ Practice in a manner consistent with code of ethics for nurses*

„ Review client and staff member knowledge of ethical issues affecting client care Informed Consent

„ Identify appropriate person to provide informed consent for client (e.g., client, parent, legal guardian)

„ Participate in client consent process*

„ Describe informed consent requirements (e.g., purpose for procedure, risks of procedure)

„ Recognize that informed consent was obtained (e.g., completed consent form, client understanding of procedure)

Information Technology

„ Use information technology in client care*

„ Access data for client or staff through online databases and journals

„ Enter computer documentation accurately, completely and in a timely manner

Legal Responsibilities

„ Identify legal issues affecting staff and client (e.g., refusing treatment)

„ Verify and process health care provider orders*

„ Recognize self-limitations of task/assignments and seek assistance when needed*

„ Respond to the unsafe practice of a health care provider (e.g., intervene, report)*

„ Follow regulation/policy for reporting specific issues (e.g., abuse, neglect, gunshot wound,
communicable disease)*

„ Document client care

„ Provide care within the legal scope of practice*

Performance Improvement (Quality Improvement)

„ Identify impact of performance improvement/quality improvement activities on client care
outcomes

„ Participate in quality improvement (QI) activity (e.g., collecting data, serving on QI committee)*

„ Document performance improvement/quality improvement activities

„ Report identified performance improvement/quality improvement concerns to appropriate

personnel (e.g., nurse manager, risk manager)

„ Apply evidence-based practice when providing care*



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HESI exams: a top level view of Reliability and Validity | Killexams.com Resources

Psychometric houses of HESI exams

HESI determines the reliability of HESI checks by using conducting an merchandise evaluation on each examination that is administered and again to the company for a composite document of the mixture statistics. Discrimination data are got for every check item by using calculating a degree biserial correlation coefficient. As a measure of the examine's common reliability, a Kuder Richardson formulation 20 is calculated for each examination administered. records got from these calculations are used to estimate the reliability of an exam in advance of administration. These reliability estimates are according to all outdated administrations of the examine gadgets on each examination and are reflective of probably the most recently up-to-date merchandise analysis. Reliability estimates are recalculated every time a HESI examination is scored, and they are updated at the same time as on all checks that consist of any of the equal look at various objects. table 1 describes the estimated reliability coefficients and the latitude of the variety of uses for objects contained on eight HESI uniqueness exams, 4 models of the E2 for RN students, and two versions of the E2 for PN students as of December 31, 2003. The estimated reliability coefficients for these HESI exams ranged from 0.86 to 0.ninety nine, and the variety of times the gadgets have been used on these exams ranged from a hundred and eighty to 47,320.

research designed to quantify the diploma of validity of all HESI tests is an ongoing procedure. probably the most latest evidence of validity for a considerable number of HESI checks is determined through an evaluation of content validity, construct validity, and criterion-connected validity as described in classical verify theory.

content material Validity. content validity refers back to the effectiveness of the verify gadgets in measuring the primary nursing potential and advantage of students. skilled nurse educators and clinicians set up content validity for each and every HESI test item by way of evaluating the relevance of the content material to entry-level nursing follow. This exam is carried out earlier than check objects are placed into the HESI item banks and periodically thereafter to investigate their persisted relevance to existing nursing observe. HESI uses direction syllabi from nursing classes and NCLEX verify blueprints to define the content for the E2. The HESI database offers a look at various blueprint document that describes the distribution of examine items in each and every area area, including client wants as defined by the NCSBN.[11,12] When an E2 is designed and check objects are chosen from the database for use in the examination, this check blueprint report is reviewed and adjusted as critical unless the distribution of look at various objects within the area areas mimics the distribution described by way of the NCSBN.

The content material validity of HESI strong point tests and HESI customized checks depends on reviewing the syllabi of nursing classes that these exams are designed to evaluate. As of December 31, 2003, HESI nurse educators had developed 1203 custom exams. at the least one direction syllabus turned into reviewed when establishing each of these custom checks, and in many circumstances, a couple of direction syllabi had been reviewed. HESI nurse educators assess the content area for inclusion in HESI uniqueness exams and HESI customized checks through reviewing these route syllabi. On typical, 5 or more syllabi arrive monthly at HESI for the construction of customized exams. according to a review of these syllabi, new look at various objects are written by using HESI nurse educators as deemed quintessential.

assemble validity. assemble validity refers back to the extent to which a check measures specific characteristics or attributes at an abstract degree. A construct is a trait, attribute, or nice that can't be followed without delay, however that can be inferred from testing. HESI distinctiveness exams and HESI exit checks measure constructs that are standard to entry-degree nursing apply. These constructs, which might be reflected in the NCLEX look at various blueprints,[11,12] are defined through nursing colleges and are also defined through the NCSBN's observe analyses of recently graduated nurses.[18] Nursing colleges also use HESI ratings to make inferences related to the appropriateness of their nursing curricula and the competence of their students related to certain nursing content material areas. HESI summary reviews for uniqueness exams and exit checks describe individual and aggregate records on student performance in the subject areas confirmed.

The elevated use of HESI uniqueness checks and HESI exit exams may indicate that schools have faith the records said by these exams, and such confidence provides an further indication of assemble validity. based on HESI database data, the administration of forte checks, including custom exams, improved from 8702 in academic 12 months 1999-2000 to 30,004 in the tutorial yr 2002-2003, an increase of 245% in 4 years.[1] youngsters there are myriad possible explanation why faculties are more and more deciding upon to manage HESI distinctiveness tests and HESI custom tests, this enhance in use suggests that schools find these exams profitable evaluation equipment for measuring scholar consequences within selected nursing lessons. Use of HESI exit exams accelerated from 7193 administrations in educational year 1999-2000 to 25,241 administrations in educational 12 months 2002-2003, a rise of 251% in four years.[1] This enhance in use means that schools locate the E2 a useful gizmo in opting for college students' remediation wants[8] and predicting NCLEX success.

Efforts made to reveal convergent validity present support for a verify's construct validity.[10,17] proof of convergent validity was got through evaluating HESI examination rankings to different measures of the same constructs. In three as-yet unpublished reports, affiliate degree nursing (ADN) and bachelor of science in nursing schools that use HESI tests provided facts of convergent validity for these checks via correlating college students' HESI examination scores with their last course grades and cumulative grade aspect averages (GPAs). Murray and Nibert[19] correlated ADN college students' (N = 52) HESI strong point exams ratings with their last path grades in three lessons the checks had been designed to evaluate. The correlations had been statistically significant (P ≤ .01) for maternity nursing (r = 0.515), pediatric nursing (r = 0.517), and psychiatric-intellectual fitness nursing (r = 0.494).[19] Three customized exams were administered within the first 12 months of the ADN program. scores for two of the three customized checks had been drastically correlated (P ≤ .01) with students' remaining direction grades in the lessons for which they were designed to consider, customized-2 (r = 0.569) and custom-3 (r = 0.691).[19] The custom-1 exam become designed to consider three classes, and scores on this examination had been greatly correlated (P ≤ .01) with two of the three last course grades, fundamentals (r = 0.581) and pharmacology (r = 0.463), however rankings have been no longer greatly correlated with closing course grades in therapeutic communications.[19]

M. Owings (unpublished statistics, 2002) correlated the HESI uniqueness examination ratings of 2d-year ADN college students (N = 19) with their cumulative aim course grades (rankings for papers, presentations, and medical grades were now not protected). The HESI Pediatric Nursing area of expertise exam scores have been vastly correlated (P ≥ .05) with check scores in the pediatric nursing route (r = 0.402). despite the fact, HESI Maternity Nursing uniqueness examination rankings have been no longer tremendously correlated with verify scores within the maternity nursing route.

L. Symes (unpublished facts, 2002) discovered a significant correlation (P ≤ .01) between the cumulative GPAs and E2 ratings (r = 0.498) of senior college students finishing a baccalaureate nursing program (N = 27). according to the findings of these experiences conducted via school members in two forms of nursing courses at three distinctive faculties, it can be concluded that HESI area of expertise exams and HESI customized tests were legitimate at the time the experiences were conducted for these three schools, apart from the Maternity Nursing specialty examination ratings for one neighborhood of students (N = 19).

Criterion-connected Validity. Criterion-connected validity refers to inferences made from analyses of look at various scores for the goal of predicting pupil effects on another criterion of interest, similar to performance in an entry-stage nursing place or success on the NCLEX-RN or NCLEX-PN. HESI rankings are used to make inferences about college students' nursing content material capabilities and their ability to apply concepts to nursing complications. uniqueness exam scores, together with customized examination rankings, and exit examination scores deliver inferences about students' means to be triumphant on the NCLEX.

proof of criterion-connected validity for the E2 was acquired from 4 annual validity stories conducted to check the accuracy of this exam in predicting NCLEX-RN and NCLEX-PN outcomes. according to the aggregate facts accrued from 19,554 Topics over four consecutive years, the E2 became discovered to be 96.36% to 98.forty six% correct in predicting NCLEX-RN and NCLEX-PN success.[4,5,6,7] moreover, in two diverse reports the E2 become described as 96.forty two%[20] and one hundred% correct[21] in predicting NCLEX-RN screw ups. A chi-square goodness-of-fit test revealed that the predictive accuracy of the E2 did not fluctuate drastically right through the 4 years of study. in addition, there have been no large adjustments in predictive accuracy by using styles of courses examined: affiliate degree, baccalaureate degree, diploma, or practical nursing classes. Nibert et al[7] concluded that E2 changed into a legitimate measure of students' preparedness for the licensure exam.

Validity can also be evaluated via inspecting evidence of the end result or that means given to the test.[17,18,22] increasing numbers of nursing faculties are organising guidelines that comprise HESI exams as a benchmark for progression and remediation. Nibert et al[8] said in a accurate analyze that 45 of 149 RN classes (30.20%) indicated that they'd centered guidelines that used E2 ratings as benchmarks for development. The authors additionally described three penalties of such progression guidelines: an incomplete or failing grade in the capstone course (34.29%); denial of eligibility for graduation (fifty one.forty three%); and withholding of acclaim for NCLEX candidacy (14.29%).[8] Morrison et al[9] interviewed directors at seven nursing classes and found that NCLEX-RN pass quotes improved with the aid of 9% to forty one% within 2 years after implementation of guidelines that used E2 rankings as a benchmark for progression.


 



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